BENEFITS OF SELF-PACED LEARNING MODULES FOR TEACHING QUANTITATIVE METHODS IN ENVIRONMENTAL SCIENCE

This is a multiple-indicators evaluation of an innovative approach, us ing self-paced learning modules accompanying computerised exercises as an adjunct to leaching quantitative concepts and skills to environmen tal science students at university. The evaluation data, based on a pr e-unit and a post-unit questionnaire survey completed by 38 students, show high levels of student satisfaction with the unit as a whole, and the self-paced workbooks in particular. Students also indicated a cle ar preference for learning from self-paced workbooks compared to learn ing from textbooks. Some students applied the quantitative skills acqu ired to other academic units, or look the initiative to learn to use a dditional statistical procedures (not covered in the unit) for academi c purposes. However, comparison of students' levels of interest and co nfidence in quantitative subjects before and after the completion of t he unit did not yield significant changes. Implications of the researc h findings for university science education are discussed.